SURDS

British method for teaching SURDS, common student solving mistakes,
Master of Maths, Level 7, critical thinking assignment
this is the second part out of 2.
Grade expected 98%
feel free to ask for more info if necessary

Critique the teaching of a topic from within the maths programme of study.

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This assignment aims to support the development of your subject knowledge for teaching, through thoroughly researching subject knowledge and pedagogy for teaching for one topic and writing an essay critiquing, reflecting and analysing the teaching of one topic within maths.

1. The topic is SURDS that I intend to explore.

2. Research the current state of knowledge about your topic/idea using the educational database(s). Read a few (at least 7-9 or more is better) recent journal articles (last 5 years) and get a real feel for the current state of knowledge about the issues that surround the teaching and learning of this topic. Look at schemes of work, teaching resources, examiners’ reports -anything that gives you information about teaching and learning this topic (you can even do short interviews with a few students to shed some more light on it). How is it taught? What difficulties are there (either conceptually or procedurally) with the topic or the way it is typically taught? What suggestions have been made about possible ways forward?

You may consider the following as a guide in addition to the above:

• What is the National curriculum depth and breadth of the chosen topic?
• What are misconceptions/errors in mathematics?
• You will need to research the common misconceptions that pupils hold about the topic you are going to teach. You could elicit the children’s prior understanding of the subject before you teach it. You should include the evidence of this elicitation of children’s ideas in your work or appendix to the assignment and refer to it in your discussions
• Analyse one or more misconceptions associated with your topic drawing upon your school experience and literature. Discuss how they might have arisen and ways of addressing them. Could the use of models, role play, experiments, images etc. be useful in addressing the misconceptions? Refer to your classroom experience of dealing with this and support with relevant literature to show the link between theory and practice. Are there any formative assessments you carried out to address the misconceptions? Describe them and any evidence/outcome. You should aim for all students in the class to enjoy the lesson and make progress.

• Critically evaluate the importance of identifying children misconceptions and using them as part of the teaching and learning process. While critiquing, remember to draw upon theory and your practice.
• Reflect upon relevant reading relating to the place of children the misconception in learning and teaching

You must support your work with research evidence.

Teaching Standards Here are just a few aspects of the standards you address by planning, teaching, assessing and evaluating the topic:

• TS1 set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• TS2 promote good progress and outcomes by pupils…
• TS3 demonstrate good subject and curriculum knowledge…
• TS4 set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired; reflect systematically on the effectiveness of lessons and approaches to teaching
• TS5 have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• TS6 make accurate and productive use of assessment, (for example); make use of formative and summative assessment to secure pupils’ progress; use relevant data to monitor progress, set targets, and plan subsequent lessons

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